Article published in:
Journal of Second Language Pronunciation
Vol. 3:1 (2017) ► pp. 109135
Acton, W
(2001) FocalSpeak: Integrating rhythm and stress in speech-pronunciation. In J. Murphy & P. Byrd (Eds.), Understanding the courses we teach: Local perspectives on English language teaching (pp. 197–217). Ann Arbor, MI: University of Michigan Press.Google Scholar
Acton, W., Baker, A. A., Burri, M., & Teaman, B
(2013) Preliminaries to haptic-integrated pronunciation instruction. In J. Levis & K. LeVelle (Eds.), Proceedings of the 4th Pronunciation in Second Language Learning and Teaching Conference, August 2012 (pp. 234–244). Ames, IA: Iowa State University.Google Scholar
Altan, M. Z
(2006) Beliefs about language learning of foreign language major university students. Australian Journal of Teacher Education, 311, 45–52. CrossrefGoogle Scholar
Aslan, E
(2015) When the native is also a non-native: "Retrodicting" the complexity of language teacher cognition. The Canadian Modern Language Review, 71(3), 244–269. CrossrefGoogle Scholar
Baker, A. A
(2011a) Discourse prosody and teachers’ stated beliefs and practices. TESOL Journal, 2(3), 263–292. CrossrefGoogle Scholar
(2011b) ESL teachers and pronunciation pedagogy: Exploring the development of teachers' cognitions and classroom practices. In J. Levis & K. LeVelle (Eds.), Proceedings of the 2nd Pronunciation in Second Language Learning and Teaching Conference, September 2010 (pp. 82–94). Aimes, IA: Iowa State University.Google Scholar
(2014) Exploring teachers' knowledge of L2 pronunciation techniques: Teacher cognitions, observed classroom practices and student perceptions. TESOL Quarterly, 48(1), 136–163. CrossrefGoogle Scholar
Baker, A. A., & Murphy, J
(2011) Knowledge base of pronunciation teaching: Staking out the territory. TESL Canada Journal, 28(2), 29–50. CrossrefGoogle Scholar
Barnard, R., & Burns, A
(Eds.) (2012) Researching language teacher cognition and practice: International case studies. Bristol: Multilingual Matters. CrossrefGoogle Scholar
Basturkmen, H
(2012) Review of research into the correspondence between language teachers' stated beliefs and practices. System, 40(2), 282–295. CrossrefGoogle Scholar
Borg, M
(2005) A case study of the development in pedagogic thinking of a pre-service teacher. TESL-EJ, 9(2), 1–30.Google Scholar
Borg, S
(2003) Teacher cognition in language teaching: A review of research on what language teachers think, know, believe, and do. Language Teaching, 36(2), 81–109. CrossrefGoogle Scholar
(2006) Teacher cognition and language education: Research and practice. London: Continuum.Google Scholar
(2009) Language teacher cognition. In A. Burns & J. C. Richards (Eds.), The Cambridge guide to second language teacher education (pp. 163–171). New York, NY: Cambridge University Press.Google Scholar
(2011) The impact of in-service teacher education on language teachers’ beliefs. System, 39(3), 370–380. CrossrefGoogle Scholar
Breitkreutz, J., Derwing, T. M., & Rossiter, M. J
(2001) Pronunciation teaching practices in Canada. TESL Canada Journal, 19(1), 51–61. CrossrefGoogle Scholar
Burgess, J., & Spencer, S
(2000) Phonology and pronunciation in integrated language teaching and teacher education. System, 281, 191–215. CrossrefGoogle Scholar
Burns, A
(2006) Integrating research and professional development on pronunciation teaching in a national adult ESL program. TESL Reporter, 391, 34–41.Google Scholar
Burns, A., & Richards, J. C
(2009) Second language teacher education. In A. Burns & J. C. Richards (Eds.), The Cambridge guide to second language teacher education (pp. 1–8). Cambridge: Cambridge University Press.Google Scholar
Burri, M
(2015a) “My perspective changed dramatically”: A case for preparing L2 instructors to teach pronunciation. English Australia Journal, 31(1), 19–37.Google Scholar
(2015b) Student teachers' cognition about L2 pronunciation instruction: A case study. Australian Journal of Teacher Education, 40(10), 66–87. CrossrefGoogle Scholar
Buss, L
(2015) Beliefs and practices of Brazilian EFL teachers regarding pronunciation. Language Teaching Research. CrossrefGoogle Scholar
Cabaroglu, N., & Roberts, J
(2000) Development in student teachers' pre-existing beliefs during a 1-year PGCE programme. System, 28(3), 387–402. CrossrefGoogle Scholar
Celce-Murcia, M., Brinton, D., & Goodwin, J
(2010) Teaching pronunciation: A course book and reference guide, 2nd ed. New York, NY: Cambridge University Press.Google Scholar
Creswell, J. W
(2013) Qualitative inquiry & research design: Choosing among five approaches, 3rd ed. Thousand Oaks, CA: Sage.Google Scholar
Derwing, T. M., Diepenbroek, L. G., & Foote, J. A
(2012) How well do generall-skills ESL textbooks address pronunciation? TESL Canada Journal, 30(1), 22–44. CrossrefGoogle Scholar
Diepenbroek, L. G., & Derwing, T. M
(2013) To what extent do popular ESL textbooks incorporate oral fluency and pragmatic development? TESL Canada Journal, 30(7), 1–20. CrossrefGoogle Scholar
Duff, P. A
(2008) Case study research in applied linguistics. New York, NY: Lawrence Erlbaum Associates.Google Scholar
Farrell, T. S. C
(2007) Reflective language teaching: From research to practice. New York, NY: Continuum.Google Scholar
(2009) Critical reflection in a TESL course: Mapping conceptual change. ELT Journal, 63(3), 221–229. CrossrefGoogle Scholar
Farrell, T. S. C., & Tomenson-Filion, B
(2014) Teacher beliefs and classroom practices. In B. S. Selim & L. J. Zhang (Eds.), Language teachers and teaching: Global perspectives, local initiatives (pp. 346–374). New York, NY: Routledge.Google Scholar
Foote, J. A., Holtby, A. K., & Derwing, T. M
(2011) Survey of the teaching pronunciation in adult ESL programs in Canada, 2010. TESL Canada Journal, 29(1), 1–22. CrossrefGoogle Scholar
Foote, J. A., Trofimovich, P., Collins, L., & Urzúa, F
(2013) Pronunciation teaching practices in communicative second language classes. The Language Learning Journal, 1–16. CrossrefGoogle Scholar
Freeman, D
(2002) The hidden side of the work: Teacher knowledge and learning to teach. Language Teaching, 35(1), 1–13. CrossrefGoogle Scholar
Freeman, D., & Johnson, K. E
(1998) Reconceptualizing the knowledge-base of language teacher education. TESOL Quarterly, 32(3), 397–417. CrossrefGoogle Scholar
Gilbert, J
(2012) Clear Speech, 4th ed. New York, NY: Cambridge University Press. CrossrefGoogle Scholar
Graham, C
(1986) Small talk: More jazz chants. Oxford: Oxford University Press.Google Scholar
Gutierrez Almarza, G
(1996) Student foreign language teachers' knowledge growth. In D. Freeman & J. C. Richards (Eds.), Teacher learning in language teaching (pp. 50–78). Cambridge: Cambridge University Press.Google Scholar
Harmer, J
(2007) The practice of English language teaching, 4th ed. Harlow, UK: Pearson Education.Google Scholar
Hong, J. Y
(2010) Pre-service and beginning teachers' professional identity and its relation to dropping out of the profession. Teaching and Teacher Education, 26(8), 1530–1543. CrossrefGoogle Scholar
Johnson, K. E
(1992) The relationship between teachers' beliefs and practices during literacy instruction for non-native speakers of English. Journal of Literacy Research, 24(1), 83–108. CrossrefGoogle Scholar
(1994) The emerging beliefs and instructional practices of preservice English as a second language teachers. Teaching and Teacher Education, 10(4), 439–452. CrossrefGoogle Scholar
Kanno, Y., & Stuart, C
(2011) Learning to become a second language teacher: Identities-in-practice. The Modern Language Journal, 95(2), 236–252. CrossrefGoogle Scholar
Kourieos, S
(2014) The knowledge base of primary EFL teachers: Pre-service and in-service teachers' perceptions. Journal of Language Teaching and Research, 5(2), 291–300. CrossrefGoogle Scholar
Krueger, R. A., & Casey, M. A
(2000) Focus groups: A practical guide for applied research, 3rd ed. Thousand Oaks, CA: Sage.Google Scholar
Kubanyiova, M
(2012) Teacher development in action: Understanding language teachers' conceptual change. New York, NY: Palgrave Macmillan. CrossrefGoogle Scholar
Kurihara, Y., & Samimy, K
(2007) The impact of a U.S. teacher training program on teaching beliefs and practices: A case study of secondary school level Japanese teachers of English. JALT Journal, 29(1), 99–122. CrossrefGoogle Scholar
Levis, J
(1999) Intonation in theory and in practice, revisited. TESOL Quarterly, 33(1), 37–54. CrossrefGoogle Scholar
Levis, J., & Grant, L
(2003) Integrating pronunciation into ESL/EFL classrooms. TESOL Journal, 12(2), 13–19. CrossrefGoogle Scholar
Lortie, D
(1975) Schoolteacher : A sociological study. Chicago, IL: University of Chicago Press.Google Scholar
Mattheoudakis, M
(2007) Tracking changes in pre-service EFL teacher beliefs in Greece: A longitudinal study. Teaching and Teacher Education, 23(8), 1272–1288. CrossrefGoogle Scholar
Mertens, D
(2010) Research and evaluation in education and psychology: Integrating diversity with quantitative, qualitative and mixed methods, 3rd ed. Thousand Oaks, CA: Sage.Google Scholar
Morley, J
(1991) The pronunciation component in teaching English to speakers of other languages. TESOL Quarterly, 25(3), 481–520. CrossrefGoogle Scholar
Murphy, D
(2011) An investigation of English pronunciation teaching in Ireland. English Today, 27(4), 10–18. CrossrefGoogle Scholar
Murphy, J
(1997) Phonology courses offered by MATESOL programs in the U.S. TESOL Quarterly, 31(4), 741–764. CrossrefGoogle Scholar
(2014) Teacher training programs provide adequate preparation in how to teach pronunciation. In L. Grant (Ed.), Pronunciation myths: Applying second language research to classroom teaching (pp. 188–224). Ann Arbor, MI: The University of Michigan Press.Google Scholar
Murray, H
(1995) Tracing the development of language awareness: An exploratory study of language teachers in training. Unpublished doctoral dissertation. Universität Bern.Google Scholar
Peacock, M
(2001) Pre-service ESL teachers' beliefs about second language learning: A longitudinal study. System, 29(2), 177–195. CrossrefGoogle Scholar
Polat, N
(2010) A comparative analysis of pre-and in-service teacher beliefs about readiness and self-competency: Revisiting teacher education for ELLs. System, 38(2), 228–244. CrossrefGoogle Scholar
Richards, J. C., & Farrell, T. S. C
(2005) Professional development for language teachers. Cambridge: Cambridge University Press. CrossrefGoogle Scholar
Scales, J., Wennerstrom, A., Richard, D., & Wu, S. H
( 2006) Language learners’ perceptions of accent. TESOL Quarterly, 40(4), 715–738. CrossrefGoogle Scholar
Sicola, L., & Darcy, I
(2015) Integrating pronunciation into the language classroom. In M. Reed & J. Levis (Eds.), The handbook of English pronunciation (pp. 471–487). Malden, MA: Wiley Blackwell. CrossrefGoogle Scholar
Stake, R. E
(1995) The art of case study research. Thousand Oaks, CA: Sage.Google Scholar
Tang, E. L., Lee, J. C., & Chun, C. K
(2012) Development of teaching beliefs and the focus of change in the process of pre-service ESL teacher education. Australian Journal of Teacher Education, 37(5), 90–107. CrossrefGoogle Scholar
Tergujeff, E
(2012) English pronunciation teaching: Four case studies from Finland. Journal of Language Teaching & Research, 3(4), 599–607. CrossrefGoogle Scholar
Thomson, R., & Derwing, T. M
(2015) The effectiveness of L2 pronunciation instruction: A narrative review. Applied Linguistics. CrossrefGoogle Scholar
Trofimovich, P., & Gatbonton, E
(2006) Repetition and focus on form in L2 Spanish word processing: Implications for pronunciation instruction. Modern Language Journal, 90(4), 519–535. CrossrefGoogle Scholar
Tsui, A. B. M
(2011) Teacher education and teacher development. In E. Hinkel (Ed.), Handbook of research in second language teaching and learning (Vol. 21, pp. 21–39). New York, NY: Taylor and Francis.Google Scholar
Urmston, A
(2003) Learning to teach English in Hong Kong: The opinions of teachers in training. Language and Education, 17(2), 112–137. CrossrefGoogle Scholar
Wahid, R., & Sulong, S
(2013) The gap between research and practice in the teaching of English pronunciation: Insights from teachers' beliefs and bractices. World Applied Sciences Journal, 211, 133–142.Google Scholar
Warford, M. K., & Reeves, J
(2003) Falling into it: Novice TESOL teacher thinking. Teachers and Teaching: Theory and Practice, 9(1), 47–65. CrossrefGoogle Scholar
Woods, D
(1996) Teacher cognition in language teaching: Beliefs, decision-making and classroom practice. Cambridge: Cambridge University Press.Google Scholar
Wright, T
(2010) Second language teacher education: Review of recent research on practice. Language Teaching, 43(3), 259–296. CrossrefGoogle Scholar
Wyatt, M
(2009) Practical knowledge growth in communciative language teaching. TESL-EJ, 13(2), 1–23.Google Scholar
Wyatt, M., & Borg, S
(2011) Development in the practical knowledge of language teachers: A comparative study of three teachers designing and using communicative tasks on an in-service BA TESOL programme in the Middle East. Innovation in Language Learning and Teaching, 5(3), 233–252. CrossrefGoogle Scholar


“I feel like having a nervous breakdown”
Cited by

Cited by 8 other publications

Burri, Michael & Amanda Baker
2021. ‘I Feel … Slightly out of Touch’: a Longitudinal Study of Teachers Learning to Teach English Pronunciation over a Six-Year Period. Applied Linguistics 42:4  pp. 791 ff. Crossref logo
Burri, Michael, Amanda Baker & Honglin Chen
2018. Establishing a framework for learning to teach English pronunciation in an Australian TESOL program. Australian Review of Applied Linguistics 41:3  pp. 307 ff. Crossref logo
Burri, Michael, Honglin Chen & Amanda Baker
2017. Joint Development of Teacher Cognition and Identity Through Learning to Teach L2 Pronunciation. The Modern Language Journal 101:1  pp. 128 ff. Crossref logo
Gordon, Joshua
2020. Implementing explicit pronunciation instruction: The case of a nonnative English-speaking teacher. Language Teaching Research  pp. 136216882094199 ff. Crossref logo
Kochem, Tim
2021. Exploring the Connection between Teacher Training and Teacher Cognitions Related to L2 Pronunciation Instruction. TESOL Quarterly Crossref logo
Levis, John M.
2021.  In English Pronunciation Instruction [AILA Applied Linguistics Series, 19],  pp. 18 ff. Crossref logo
2020. Pronunciation Can Be Acquired Outside the Classroom: Design and Assessment of Homework‐Based Training. The Modern Language Journal 104:2  pp. 457 ff. Crossref logo
Tsunemoto, Aki, Pavel Trofimovich & Sara Kennedy
2020. Pre-service teachers’ beliefs about second language pronunciation teaching, their experience, and speech assessments. Language Teaching Research  pp. 136216882093727 ff. Crossref logo

This list is based on CrossRef data as of 23 april 2022. Please note that it may not be complete. Sources presented here have been supplied by the respective publishers. Any errors therein should be reported to them.